Educators in Ghent University, Belgium, looked at different modalities of teaching Occupational Medicine to fourth-year medical students. For the first year of the study, students received hard copies of case studies and had to hand in written assignments. The following year group discussions and collaborations were added. The last year of the study did away with the written assignments, but students encountered real patients as case studies. Students were graded based on their written work as well as their discussion presentations. Students who encountered the real patients found the sessions to be more valuable. In addition, the performance grades of the first cohort who did not have any group interaction were lower than either of the other groups. — Lee Ann Schein, Ph. D